IMPROVING THE EDUCATIONAL PROCESS BY INTRODUCING INDIVIDUALIZATION AND DIFFERENCES OF PUPILS 1ST SCHOOLS
Abstract
The article focuses on the current trend of increasing the quality of education, which brings increased demands on the competencies of the teacher in the implementation of differentiated teaching for primary school pupils in a heterogeneously composed class, from the very beginning of schooling. The Ministry of Education in its Strategy educational policy of the Czech Republic until 2030 + emphasizes in teaching didactic procedures that allow to differentiate teaching according to the needs of students.
Many however, teachers are not sufficiently prepared and relevant professional there is very little literature and research to help them in practice. The article summarizes the latest findings in this area, analyzes the concept of internal differentiation, not only its cognitive aspects but also the social dimension of teaching.
It emphasizes the importance of this issue for improving the primary level primary schools in contemporary socio-economic contexts of the issue equal educational opportunities in society. As an important condition for the realization of internal differentiation emphasizes the knowledge of specific students and their individual peculiarities.
It also discusses the possibilities of differentiation in relation to content of education, methods and organizational forms of teaching. It brings a list of pedagogical means through which it is differentiated and individualized teaching implemented in the teaching process.
Improving the level of basic education through internal differentiation teaching is long-term and due to the growing heterogeneity of numerous school teams a difficult task. The main goal of the research was to map the implementation of differentiated and individualized teaching in five teachers in five primary schools in Pardubice, Central Bohemia and Hradec Králové regions with a focus on the main subjects of the Czech language and mathematics in 1-3. class Elementary School.
In our article, we present an analysis of the research survey first stages of research, in the first grades of a selected sample of teachers who in larger or to a lesser extent they use differentiated teaching and the mentioned years will succeed for three years of schooling. We will focus in the first stage of the research primarily on the use of pedagogical means of differentiation and individualization and their influence on pupils' results and teaching efficiency process The results of the research can also give an important educational message sphere and school inspection on how teachers actually work with individuals peculiarities of pupils in differentiated teaching and to provide teachers with valuable information and recommendations useful in creating a longer-term vision use of differentiated and individualized teaching